Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
What do you KNOW about gamification and GBL?
What do you WANT to learn about gamification and GBL?
What did you LEARN about gamification and GBL?
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Games are constantly part of our lives and have a long history in our culture and all around the world. Digital games have been around for the last 40 years. Most students are growing up with digital, electronic and online games. I would like to learn how to implement this gaming culture into education in the classroom to develop my pedagogy. Students learn best when they have fun and remember significant events at school.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
learning outcomes from design and technology
factors affecting design verses factors success of innovation, students are always confused by these two outcomes.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I use games in my teaching but gamification has taught me to relate to a real world context like the geo fantasy game. Other wise students are just having a fun experience without knowing what they have learnt.
Level 3
Premiers Reading Challenge Reflection
Students have a structured guide to use for the reading challenge. It seems too structured for student to be highly engaged. Students are able to get help from people at an early age which fosters relational learning and choosing of books can be helped also but minimal relationship dynamics are evident. Students basically need to improve to move to the next stage and they can have access to learning aids if they are struggling with particular aspects of the book.Students only can choose 5 books of their choice which can discourage them from reading the other books.The reward is a certificate which students are used to getting.
On the scale gamification.
Zombie Learning Reflection
This a highly engaging experience for students to own and talk about with their friends, after school or class hours, prolonging the experience of learning and strongly engaging students. Looking at the scope and sequence students have a clear narrative that engages their minds and entices them to want to play/learn. Using a existing story line (zombies) that students already know connecting strong links to computers games and movies which most students of many ages and sex can directly relate to. this is brilliant!! Also allows students to choose were they start instead of starting at the beginning which is a key aspect of today's generation and catering for many different learning needs students have.
On the games based learning end of the scale.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
KWL
What do you KNOW about gamification and GBL?
I know that it is beneficial to the learning of students development and memory recollection.
What do you WANT to learn about gamification and GBL?
I want to learn how to engage students in learning that will benefit them and allow them to remember valuable things they can take away for the rest of their lives.
What did you LEARN about gamification and GBL?
How to create games based learning environments with my class, which is now more achievable than I previously thought, however it is a lot of work. That games based learning is a whole relational experience that is never finished and always needs to be developed and changed for the culture you are involved in.
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
4.1.1 applies design processes that respond to needs and opportunities in each design project
4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications
4.2.1 generates and communicates creative design ideas and solutions
These outcomes are directly related to the activity.
I want students to have a engaging experience when creating a solution to protect an egg from a fall. I want them to think and experience this by possibly relating the egg to their mobile phone. All students love their mobile phone and they protect it religiously and with great passion. This will also bring the females into engaged learning as some female students loath technology and loath making things. Students will work in groups of 3 for collaboration learning and to experience working in teams and relating to each other in this context. Students will choose their groups so they can work in with friends.
1. Protect your mobile phone at all costs.
2. Pretend your mobile phone is the egg.
3. One piece of paper and 100mm of sticky tape is what you have to use.
4. Three designs need to be sketched and evaluated with annotation to go with your drawings.
5. A final drawing will be sketched in Paper53 APP on your iPad.
6. Make your design with your materials.
Description of your audience
Year 7 to 8 students ages 12-14.
They like to build things in technology, project based learning.
They don't like writing any type of theoretical work especially in the technology subject because they write in most other subjects.
They are motivated highly through competition and when they did the egg drop test they were very excited at the thought of winning and protecting the egg.
Time constraints
Students will have:
1 period to look at outcomes and project and the shape of mobile phones and why they are designed in a particular way, strength and durability. 1 period to create designs. 1 period to create final design. 1 period to make final design. 1 Period to test each design as a class. 1 period to discuss as a class their learning experience of protecting their mobile phones and relate this to lesson/syllabus outcomes.
Game Elements
Narrative – protecting your precious mobile phone from being dropped and cracking the screen or chipping the paint.
Progression – students complete 3 rough sketches and a final sketch to progress to manufacturing their design. Students only progress if their drawings have annotation and clear labels explaining in detail what each parts purpose is.
Emotion – Students work as a team and the teacher can observe different characteristics in students, passive, outgoing, leader, facilitator, helper.
Relationships – students are required to work in teams and the teacher can observe the different relationship dynamics involved in each group, students who are highly motivated versus students who are under achieving. Are student working together or individually.
Components – all components/materials are given to students when they form groups.
Fun check
Serious and social fun this is quite a difficult task with a social element, students are required to understand the importance of solving a problem. Students solve problems everyday they are just unaware of this.
Badges & Rewards,
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....What do you KNOW about gamification and GBL?
What do you WANT to learn about gamification and GBL?
What did you LEARN about gamification and GBL?
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Games are constantly part of our lives and have a long history in our culture and all around the world. Digital games have been around for the last 40 years. Most students are growing up with digital, electronic and online games. I would like to learn how to implement this gaming culture into education in the classroom to develop my pedagogy. Students learn best when they have fun and remember significant events at school.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.learning outcomes from design and technology
factors affecting design verses factors success of innovation, students are always confused by these two outcomes.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I use games in my teaching but gamification has taught me to relate to a real world context like the geo fantasy game. Other wise students are just having a fun experience without knowing what they have learnt.
Level 3
Premiers Reading Challenge Reflection
Students have a structured guide to use for the reading challenge. It seems too structured for student to be highly engaged. Students are able to get help from people at an early age which fosters relational learning and choosing of books can be helped also but minimal relationship dynamics are evident. Students basically need to improve to move to the next stage and they can have access to learning aids if they are struggling with particular aspects of the book.Students only can choose 5 books of their choice which can discourage them from reading the other books.The reward is a certificate which students are used to getting.
On the scale gamification.
Zombie Learning Reflection
This a highly engaging experience for students to own and talk about with their friends, after school or class hours, prolonging the experience of learning and strongly engaging students. Looking at the scope and sequence students have a clear narrative that engages their minds and entices them to want to play/learn. Using a existing story line (zombies) that students already know connecting strong links to computers games and movies which most students of many ages and sex can directly relate to. this is brilliant!! Also allows students to choose were they start instead of starting at the beginning which is a key aspect of today's generation and catering for many different learning needs students have.
On the games based learning end of the scale.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.KWL
What do you KNOW about gamification and GBL?
I know that it is beneficial to the learning of students development and memory recollection.
What do you WANT to learn about gamification and GBL?
I want to learn how to engage students in learning that will benefit them and allow them to remember valuable things they can take away for the rest of their lives.
What did you LEARN about gamification and GBL?
How to create games based learning environments with my class, which is now more achievable than I previously thought, however it is a lot of work. That games based learning is a whole relational experience that is never finished and always needs to be developed and changed for the culture you are involved in.
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
4.1.1 applies design processes that respond to needs and opportunities in each design project
4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications
4.2.1 generates and communicates creative design ideas and solutions
These outcomes are directly related to the activity.
I want students to have a engaging experience when creating a solution to protect an egg from a fall. I want them to think and experience this by possibly relating the egg to their mobile phone. All students love their mobile phone and they protect it religiously and with great passion. This will also bring the females into engaged learning as some female students loath technology and loath making things. Students will work in groups of 3 for collaboration learning and to experience working in teams and relating to each other in this context. Students will choose their groups so they can work in with friends.
1. Protect your mobile phone at all costs.
2. Pretend your mobile phone is the egg.
3. One piece of paper and 100mm of sticky tape is what you have to use.
4. Three designs need to be sketched and evaluated with annotation to go with your drawings.
5. A final drawing will be sketched in Paper53 APP on your iPad.
6. Make your design with your materials.
Description of your audience
Year 7 to 8 students ages 12-14.
They like to build things in technology, project based learning.
They don't like writing any type of theoretical work especially in the technology subject because they write in most other subjects.
They are motivated highly through competition and when they did the egg drop test they were very excited at the thought of winning and protecting the egg.
Time constraints
Students will have:
1 period to look at outcomes and project and the shape of mobile phones and why they are designed in a particular way, strength and durability.
1 period to create designs.
1 period to create final design.
1 period to make final design.
1 Period to test each design as a class.
1 period to discuss as a class their learning experience of protecting their mobile phones and relate this to lesson/syllabus outcomes.
Game Elements
Narrative – protecting your precious mobile phone from being dropped and cracking the screen or chipping the paint.
Progression – students complete 3 rough sketches and a final sketch to progress to manufacturing their design. Students only progress if their drawings have annotation and clear labels explaining in detail what each parts purpose is.
Emotion – Students work as a team and the teacher can observe different characteristics in students, passive, outgoing, leader, facilitator, helper.
Relationships – students are required to work in teams and the teacher can observe the different relationship dynamics involved in each group, students who are highly motivated versus students who are under achieving. Are student working together or individually.
Components – all components/materials are given to students when they form groups.
Fun check
Serious and social fun this is quite a difficult task with a social element, students are required to understand the importance of solving a problem. Students solve problems everyday they are just unaware of this.